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Chapter 15

Chapter 15. Voices from the field What is a Master Teacher? By: Ramiro Daniel and Leticia Cardenas Chavez. Knowledge of Students And Knowledge of Curriculum “Professionalism is knowing how to do a task, when to do it and doing it.” –Frank Tyger. Core Belief #12:

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Chapter 15

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  1. Chapter 15 Voices from the field What is a Master Teacher? By: Ramiro Daniel and Leticia Cardenas Chavez

  2. Knowledge of Students And Knowledge of Curriculum “Professionalism is knowing how to do a task, when to do it and doing it.” –Frank Tyger

  3. Core Belief #12: “Master teaching requires knowing students as well as the teacher knowing the curriculum in order to know how to inspire and motivate students and fit the curriculum to the students. This is vital because fitting students to the curriculum will not result in learning for a large percent of the class.”

  4. “This core belief speaks about the importance of master teachers gaining in-depth knowledge of students in order to teach them effectively.” The depth of knowledge MUST be at least as great as the knowledge of the curriculum.

  5. This chapter: Relates the importance of knowledge of the students to the teaching act and; Explores the relative importance of this knowledge of students to the content knowledge.

  6. In an alignment of Survey Responses with Core Belief #12, P.128 The importance of Mastery of the curriculum is not even mentioned(ranked) until much later in the survey proving that not only is knowledge of students essential for effective teaching, but that it has significantly more importance that having a mastery of content.

  7. Hierarchy of Master teacher actions that affect Learning: Domain I: Foundational Skills That must be in place B4 teachers can accelerate the learning of all students. Domain II: Skill-Based Tactics That increase the levels at which students learn and capture more students in the learning net.

  8. The Domain II teacher: 1. Recognizes and responds to individual student needs and interests in order to increase each student’s motivation to learn what is being taught. And 2. Adopts a “Get out of Yourself” mentality and attempts to think like the students being taught.

  9. Domain III Teachers: 1. Make sure they are continually setting goals for themselves to be better teachers. And 2. Recognize when different strategies are needed to teach certain concepts, and they persist until students are successful in their learning. And 3. They continually modify lessons to achieve instructional goals for ALL students.

  10. Domain IV Teachers: 1. Recognize and respond to students who have diverse cultural backgrounds. 2. Develop strong relationships with parents and guardians of students. And 3. Seek information about student’s backgrounds to improve their own teaching.

  11. Domain V (Master Teacher): Does all the aforementioned but also works to improve school practices and procedures for the benefit of students. When Teacher actions are used… 1. Student interest in learning accelerates. 2. Then the student develops a lasting understanding of the curriculum

  12. Survey Respondents “Teaching first begins with relationship.” “Exemplary teachers:” “…are completely ineffective without good rapport with students” “…set high expectations.” “…have strong theories and put them into play.” “…are experts at establishing relationships with kids.” “…connect with kids. They ‘get it’.” “…understand the (home life) a student comes from and the importance of certain matters takes on a new approach. Like bringing a pencil to class-just give them one and teach.”

  13. Some Tenets Require Continuous Reminding 1. Don’t teach a class, teach individual students 2. Fit the student to the curriculum, not the curriculum to the student. 3. Students are people first, students second. We need to Love What and Who We Teach Some teachers may need to be reminded repeatedly that they need to love those they teach as much or more than they love the subject they teach. Just like they acquire additional knowledge of the subject teachers need to do the same regarding knowing their students.

  14. How do Teachers acquire Student Knowledge? 1. Examine Past Records 2. Get to know each student quickly 3. Visit with former teachers 4. Develop a good teacher student relationship 5. “Move outside the box” 6. Observe students in the hall, playground, bus stop, cafeteria 7. Observe who they are with, what they do most of the time 8. Observe where students shine, where they falter? 9. Observe what students are leaders outside but not in class 10. Attend activities such as games 11. Concerts, dances, parties, plays, etc

  15. Authors Robert L. De Bruyn and Tracey H. De Bruyn

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